May 29, Tuesday The Period 9 Final Exam will be given today
May 24, Thursday (No Period 9 Today) The Period 9 Final Exam will be given Tuesday May 29th and is worth 20% of your overall course grade.
May 23, Wednesday
Return all student tests. STUDY THESE FOR FINAL EXAM!
Returned all course tests and covered Astron test
Completed Final Exam CPS review as a class The Period 9 Final Exam will be given Tuesday May 29th and is worth 20% of your overall course grade.
May 22, Tuesday Astronomy Unit Test Today! Wrap up outside Solar System activity afterward or Sagan on 4th Dimension (2 parts) The Period 9 Final Exam will be given Tuesday May 29th and is worth 20% of your overall course grade. S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 21, Monday Astronomy Unit Test Tomorrow Checked and covered Astronomy Unit Study Guide
CPS Review of Astronomy Unit The Period 9 Final Exam will be given Tuesday May 29th and is worth 20% of your overall course grade. S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 18, Friday
Solar System Scale Activity Outside. (weather permitting) Homework: Don't forget about the Astronomy Unit Study Guide (due Monday) and Extra Credit Crossword Review Puzzle (due Tuesday) Astronomy Unit Test Tuesday may 22nd S11.D.3.1 Explain the composition, structure, and origin of the universe.
Consider the boundaries you are working within (Google Earth image of NAHS campus)
Choose a scale based on your boundaries: "Build a Solar System Calculator" This is great, because you type in one measurement (for example, the diameter you want your model Sun to be) and the calculator does the rest for you.
Create model Sun Planets: Label Popsicle sticks and create a Sun (Plah Doh) for solar system scale activity tomorrow (outside weather permitting).
Students began Astronomy Unit Study Guide (due Monday) and Extra Credit Crossword Review Puzzle (due Tuesday) Astronomy Unit Test Tuesday May 22nd S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 16, Wednesday (Next time include something with the banner: "Solar System to Scale")
Collected remaining gizmo sheets
Finished viewing Universe: Milky Way (2nd half)
Students began Astronomy Unit Study Guide (due Monday) Astronomy Unit Test Tuesday May 22nd S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 15, Tuesday
Viewed Universe: Milky Way + question sheet (first 20 min.)
Students finished work on the H-R Diagram Gizmo Homework: Finish the gizmo if not done in class Astronomy Unit Test Tuesday May 22nd S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 14, Monday
Began work on the H-R Diagram Gizmo (as a class) Astronomy Unit Test Tuesday May 22nd S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 11, Friday (Next time include something with the poster: "H-R Diagram")
Check and cover homework
Doppler Effect Vid. Clip (2:00) and Frisbee demo
Covered CH 30 Notes 61 - end
Viewed accompanying video clip: Death of a Star S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 10, Thursday
Covered CH 30 Notes 33 - 56 w/ Doppler Effect Vid. Clip (2:00) and Frisbee demo Homework:29.4 Study Guide S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 9, Wednesday
Finish Viewing Life and Death of Stars
Open Scale of the Universe animation and review quiz results of the class
Viewed Prezi on "Solar System Scale Model" by McHugh
Viewed: Planets and Stars to Scale (1 & 2) S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 8, Tuesday (SWPBS Meeting)
Viewed Universe: Life and Death of a Star & question sheet S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 7, Monday Please grab a laptop and get started right away
Students completed work on Scale of the Universe Quiz
Open Scale of the Universe animation and review quiz results of the class (or continue next time) Homework:29.4 Study Guide S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 5, Friday Meteor shower May 5th and 6th. Thanks for the heads up Kelsey! The Eta Aquarids are a light shower, usually producing about 10 meteors per hour at their peak. The shower's peak usually occurs on May 5 & 6, however viewing should be good on any morning from May 4 - 7. The full moon will probably ruin the show this year, washing out all but the brightest meteors with its glare. The radiant point for this shower will be in the constellation Aquarius. Best viewing is usually to the east after midnight, far from city lights.
Viewed Cosmic Voyage DVD (Question Sheets Collected for Credit) S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 3, Thursday (technical difficulty; next time make sure questions are not "required questions" and this activity pretty much requires an entire period!) Meteor shower May 5th and 6th. Thanks for the heads up Kelsey! The Eta Aquarids are a light shower, usually producing about 10 meteors per hour at their peak. The shower's peak usually occurs on May 5 & 6, however viewing should be good on any morning from May 4 - 7. The full moon will probably ruin the show this year, washing out all but the brightest meteors with its glare. The radiant point for this shower will be in the constellation Aquarius. Best viewing is usually to the east after midnight, far from city lights.
Checked and covered the homework
Students began work on Scale of the Universe Quiz
Open Scale of the Universe animation and review quiz results of the class (or continue next time) S11.D.3.1 Explain the composition, structure, and origin of the universe.
May2, Wednesday Meteor shower May 5th and 6th. Thanks for the heads up Kelsey! The Eta Aquarids are a light shower, usually producing about 10 meteors per hour at their peak. The shower's peak usually occurs on May 5 & 6, however viewing should be good on any morning from May 4 - 7. The full moon will probably ruin the show this year, washing out all but the brightest meteors with its glare. The radiant point for this shower will be in the constellation Aquarius. Best viewing is usually to the east after midnight, far from city lights.
Finished CH 29 Notes slides 42-50
Began viewing The Universe: "End of the Earth" (1st 20:00 is best) Homework:29.1 Study Guide S11.A.3.3 Compare and analyze repeated processes or recurring elements in patterns.
May1, Tuesday
Students finished work on the Celestia part 1 activity. *Please note: this is the only remaining class time reserved for this activity. (here is the answer sheet to use).
Make sure to follow the guide sheets, answer all questions, and get teacher initials when instructed on guide sheets. Celestia Part 1 due Friday S11.D.3.1 Explain the composition, structure, and origin of the universe.
April30, Monday (Next Time: Review Astronomy Unit overall & consider which activities and in which order for improved efficiency & effectiveness)
Viewed vid. on Eagle Nebula (2:00)
Short vid. on Nebulae
Introduced and began work on Scale of the Universe: Celestia part 1 (here is the answer sheet to use).
How to open Celestia
Follow the printed guide and answer questions on answer sheet
Purpose: To teach the scale (sizes and distances) of our solar system, galaxy and the known universe
Controls: Much like a flight simulator. Accelerate(A), Stop(S), Center(C), Arrows control direction of flight. You will quickly learn that it can be difficult to steer your ship to a target. This is why Center(C) is a huge help once you've clicked "Location, and Selected" a target. Center(C) even helps if you've zoomed past a target. Don't neglect the mouse clicker (it is great for things you can actually see on your screen). Finally, the "Location" options can mess things up a bit; you should generally stick to "Follow" whatever your target is.
Use Internet to learn about things you encounter or to answer additional questions you have
S11.D.3.1 Explain the composition, structure, and origin of the universe.
April27, Friday
Viewed streaming vid. on Kepler's laws (3:30)
Covered CH 29 Notes 13-28 w/ Demo: "Orbiting the center of mass"
Correcting any misconceptions: What is the direct cause of our changing seasons? (Globe and light demo) (Gizmo demo: Seasons?) Homework:29.1 Study Guide S11.A.3.3 Compare and analyze repeated processes or recurring elements in patterns. S11.D.3.1 Explain the composition, structure, and origin of the universe.
April26, Thursday
Finished viewing The Universe: Alien Planets (10:00)
Review group presentation on "The Search for Extrasolar Planets"
About Voyager 1 & 2 (4:30)
Returned and covered Rock Unit Test (time permitting)
April25, Wednesday
Viewed The Universe: Alien Planets with video question sheet
April24, Tuesday Earth-like planet found!?(September 2010) Video (Michio Kaku) (3:00) Video (3:30)
"The number of systems (solar) with potentially habitable planets is probably on the order of 10 or 20 percent, and when you multiply that by the hundreds of billions of stars in the Milky Way, that's a large number. There could be tens of billions of these systems in our (Milky Way) galaxy," said Vogt.
Continue "The Search for Extrasolar Planets" Google Docs activity (Be ready to present your group slides Thursday)
As a side note, you may also be interested in info on the Drake Equation
April23, Monday
Introduce "The Search for Extrasolar Planets" Google Docs activity
Drake equation for the potential of intelligent life in the galaxy Sagan (8:30) S11.A.3.3 Compare and analyze repeated processes or recurring elements in patterns. S11.D.3.1 Explain the composition, structure, and origin of the universe.
April20, Friday Meteor Showers 4/21 & 4/22 42nd annual Earth daySunday!Extra credit: Bring in a pic of you participating in some type of Earth Day event or observing the meteor shower this weekend!
Finished Beyond the Big Bang: 19:00-39:00, 51:00-55:00, and 1:17:00-1:30:00 S11.A.3.3 Compare and analyze repeated processes or recurring elements in patterns. S11.D.3.1 Explain the composition, structure, and origin of the universe.
April19, Thursday Collected remaining Gizmos
Viewed The Universe: Alien Planets with video question sheet (Switch with Beyond Big Bang to facilitate next Wed)
April18, Wednesday
Students finished work on the Solar System Explorer Gizmo. Returned student work. Homework: Finish the Gizmo if not done in class. (No more class time is scheduled for this.) S11.A.3.3 Compare and analyze repeated processes or recurring elements in patterns. S11.D.3.1 Explain the composition, structure, and origin of the universe.
April17, Tuesday (SWPBS all-day /Faculty Meeting)
Students finished work on the Solar System Explorer Gizmo. Returned student work. Homework: Finish the Gizmo if not done in class S11.A.3.3 Compare and analyze repeated processes or recurring elements in patterns. S11.D.3.1 Explain the composition, structure, and origin of the universe.
April16, Monday
Covered CH 29 Notes 1-12. Viewed clip on Mars Orbit: "Retrograde Motion"
Began work on the Solar System Explorer Gizmo (as a class). S11.A.3.3 Compare and analyze repeated processes or recurring elements in patterns. S11.D.3.1 Explain the composition, structure, and origin of the universe.
April 13, Friday Rock Unit Test Today!
Began Greatest Evolution Discoveries (Bill Nye) Example of the History of Life on Earth Preserved in Rock Layers
April 12, Thursday Rock Unit Test Tomorrow. Offered Rock Unit Test extra credit review puzzle. (due tomorrow)
Checked and covered homework
CPS review of rock unit. S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
April 11, Wednesday Rock Unit Test Friday 4/13
Checked and covered the homework
Began work on Rock Unit Study Guide
Offered Rock Unit Test extra credit review puzzle. (due Friday)
(Time Permitting) Begin Greatest Evolution Discoveries (Bill Nye) Example of the History of Life on Earth Preserved in Rock Layers S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation. S11.D.1.1.3 Analyze features caused by the interaction of processes that change Earth’s surface
April 10, Tuesday
Use class time to begin work on Rock Cycle Concept Map Activity.(Make sure to completely write the info in each space) *This will be a useful study tool
Homework: 6.3 Study Guide Rock Unit Test Friday 4/13 S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
April 3, Tuesday
Checked and covered the sheets from yesterday
Students completed the Metamorphic Rock Lab Activity:
Dissecting microscopes are available
Number the samples on your lab sheet #45 through 50.
Here are your answer choices: Slate, Gneiss, Quartzite, Marble, Hornblende Schist, and Mica Schist
Use the table on the front of this sheet, large separate table, and the Internet/other appropriate available resources to I.D. the samples and to answer the questions. HCl is available to help ID marble; ask for a small drop, wash your hands when done, DO NOT get in eyes.
Students not present for this lab... in order to receive credit, write a summary explaining: What is metamorphism? What are the major types of metamorphic rocks? How do foliated compare to non-foliated metamorphic rocks? (examples of each) What is contact metamorphism? What is hydrothermal metamorphism?
April 2, Monday Rock Forming Minerals Quiz Today (Done early? Work on bonus puzzles and/or study guide sheets) Homework:Types of Sedimentary Rocks and CH 6.1a Study Guide (due tomorrow) S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation. S11.D.1.1.3 Analyze features caused by the interaction of processes that change Earth’s surface
March 30, Friday
Brain Pop Cartoon "Weathering" (1:50) Brain Pop Cartoon "Erosion" (1:57) Quiz Monday on "Rock Forming Minerals." (Prepare by studying the group power point we created. If certain info is missing, it will still be included on the quiz).
Completed the remaining CH 6 Notes
Viewed short clip on "How Metamorphic Rocks are Formed." Homework:Types of Sedimentary Rocks and CH 6.1a Study Guide (due next time we meet) S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation. S11.D.1.1.3 Analyze features caused by the interaction of processes that change Earth’s surface
March 29, Thursday Finish Earth Bio: Oceans
Short Streaming Vids: Sed. Rocks, Chemical Weathering and Erosion
Covered CH 6 Notes through slide
Smithsonian Virtual Field Trip Panoramas (and mineral, rock, gem images time permitting) Homework: Make sure you finish adding your slides to the "Rock Forming Minerals" presentation by tomorrow S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation. S11.D.1.1.3 Analyze features caused by the interaction of processes that change Earth’s surface
March 28, Wednesday
Meeting at admin. (all day) Students viewed Earth Biography "Ocean" Worksheets collected
March 27, Tuesday The end of the 3rd marking period is Tomorrow. Submit incomplete "i" work NOW and STAY CAUGHT UP!
Brain Pop Cartoon "Geologic Time" (3:19) Finish rock model lab activity from last week:
Peel paper cups away from rock models
Answer remaining worksheet questions (Original rock samples #1, 2, & 3 are on hand)
Turn in worksheet.
Get on a laptop and finish "Rock Forming Minerals" activity (See the blog entry from yesterday below):
Click on Mr. McHugh's page for specifics on what your slides should include (See the assignment "Rock Forming Minerals")
March 26, Monday The end of the 3rd marking period is March 28th. Submit incomplete "i" work NOW and STAY CAUGHT UP! Begin "Rock Forming Minerals" activity:
Brief tour of features for those who haven't logged in yet (who knows some features?)
Under documents open the 2 files: "Rock Forming Minerals" that I've shared with you. (*Notice one is a Presentation, while the other is a Google Form)
Now all of us can add (appropriate) images and text to the presentation simultaneously
Your name should already be on one of the slides. You may edit it, add to it, create new slides for more room, etc.
Click on Mr. McHugh's pagefor specifics on what your slides should include (See the assignment
"Rock Forming Minerals")
Once you're done creating your slides, add 2 related multiple choice questions to the Google Form. (Click "Form" and "Edit Form")
Once everyone is done adding questions, everyone will take the quiz (You should reference the presentation to help answer the questions)
March 22, Thursday
Geocache Day 2 Safety: Do not leave school property, cross any major roads, or do anything else that could result in personal injury. Also, please use common sense and obey all school rules during this activity. I will be moving around between groups, but will always be somewhere near the field house / main entrance to the middle school. Please remain within my sight at all times
Find some caches and collect some treasure. If you are the first one to a cache, I want you to do 3 things:
Keep all of the treasure for yourselves, but bring the cache itself with you back to the classroom for me.
Make sure to check off, or cross out the coordinates of the caches you find on your worksheet. When you return to the room, I would like to be able to determine if and where any remaining caches are located.
Gather materials (clipboard, worksheets, pen or pencil, GPS receiver
Return to the room by 2:20
March 21, Wednesday
Geocache Day 1 Safety: Do not leave school property, cross any major roads, or do anything else that could result in personal injury. Also, please use common sense and obey all school rules during this activity. I will be moving around between groups, but I will always be somewhere near the field house / main entrance to the middle school. Please remain within my sight at all times
Gather materials (clipboard, worksheets, pen or pencil, GPS receiver, small container, treasure)
Group cache
Hide at least 1 cache with treasure (the more the merrier), mark it as a new waypoint, record the coordinates on your worksheet as well as a clue for people hoping to find it tomorrow. Please make sure it is hidden well, but somewhere safe.
Turn in your sheet with coordinates and clues
March 20, Tuesday (Next Time Try "You Crack Me Up!" Earth Sci Demo?) Bring your hoodie, jacket, etc. to class 9th period tomorrow and Thursday The end of the 3rd marking period is March 28th. Submit incomplete "i" work NOW and STAY CAUGHT UP! Collect remaining Rock Cycle Gizmos
Check and cover homework
Rock Cycle Lab: Creating models of a sedimentary rock.
Please help clean up lab areas by returning materials to designated table in the back. Thanks! P.S. Don't forget about Rock Cycle Gizmo (if you haven't finished yet) S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation. S11.D.1.1.3 Analyze features caused by the interaction of processes that change Earth’s surface
March 19, Monday Bring your hoodie, jacket, etc. to class 9th period on Wednesday and Thursday The end of the 3rd marking period is March 28th. Submit incomplete "i" work NOW and STAY CAUGHT UP!
Brain Pop Cartoon "Rock Cycle" (2:00)
Returned and covered Mineral Test
Finished work on the Rock Cycle Gizmo and Igneous Rock lab if necessary. (Gizmo due Tomorrow) Homework:5.1 Study Guide and finish Rock Cycle Gizmo S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation. M11.C.3.1.2 Relate slope to perpendicularity and/or parallelism.
March 16, Friday The end of the 3rd marking period is March 28th. Submit incomplete "i" work NOW and STAY CAUGHT UP!
Finished remaining igneous rock labs from yesterday.
Introduced and began the Rock Cycle Gizmo. Make sure to read and follow directions carefully; I'm looking for correct answers to the questions as well as a diagram that will be sketched as you complete the directions. S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
March 15, Thursday
March 14, Wednesday The end of the 3rd marking period is March 28th. Submit incomplete "i" work NOW and STAY CAUGHT UP! Use Internet info, tables, images, etc. to aid in identification (not required)
Students completed the Igneous Rock Lab. Igneous rock textures: Phaneritic, Aphanitic, Porphyritic, Vesicular, Glassy.
Samples for today's lab include #3 & 4 (found in ziplock bags), and #30, 32, 33, 34, 35, 36 from the mineral/rock kit; make sure you number these in order on lab sheet and that your samples match my master kit. Note: If you were absent for this activity, write a 2 paragraph summary explaining the properties used to identify igneous rock samples. Include a description of how each of the following would be classified and explain why: Pumice, Granite, Basalt, and Obsidian. S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
March 13, Tuesday
Finished Earth Bio DVD: Volcanoes
Covered CH 5 Notes and viewed igneous rock samples and streaming video clips: "Magma Inside Earth" (1st 3 minutes) and "How Igneous Rocks are Formed" (2:00)
Brain Pop Cartoon "Major Rock Types" (2:00)
Show Iceland pics from 2010 trip S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
March 12, Monday Test Make Ups, etc.
Earth Bio DVD: Volcanoes
March 9, Friday Collected Extra Credit Review Mineral Test and Lab Practical Today! Done early?: Mineral Hidden Message Bonus Puzzle, or finish lab work, etc. S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation. S11.D.1.2.1 Evaluate factors affecting availability, location, extraction, and use of natural resources.
March 8, Thursday
CPS review for mineral test
Finish Mineral Lab and/or Extra Credit Crossword Puzzle. Mineral lab due tomorrow.Mineral Test and Lab Practical Tomorrow This lab is due Tomorrow (People who need to get caught up should see me for a pass tomorrow). Make sure your samples are in the correct spot in the kit and that you're checking my kits when you have questions about ANY properties. Note: This lab will be graded on completeness and correctness. Mineral Test and Lab Practical Tomorrow
March 7, Wednesday Checked and displayed homework key Offered extra credit review puzzle (due Friday). Mineral Test and Lab Practical Friday 3/9
Students used this period to ask final questions, finish up the lab, etc. Class time today to finish this lab. This lab is due Friday 3/9 (People who need to get caught up should see me for a pass tomorrow). Make sure your samples are in the correct spot in the kit and that you're checking my kits when you have questions about ANY properties. Note: This lab will be graded on completeness and correctness. S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
March 6, Tuesday Checked and displayed homework key Homework:4.2a Study Guide(due Tomorrow) Mineral Test and Lab Practical Friday 3/9
Students continued the Mineral I.D. Lab. Please take a chance to look at the samples in Moh's hardness kit. (The box top is labeled and 7 or 8 of the samples ARE AMONG THE UNKNOWNS YOU ARE TRYING TO I.D.! Make sure your samples are in the correct spot in the kit and that you're checking my kits when you have questions about ANY properties. Note: This lab will be graded on completeness and correctness. If you are on track, today you should be looking at (samples 14-22 MINUS 19). There will be some more time tomorrow and/or Thursday to finish this lab. We will test on this chapter next week. S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
March 5, Monday
Demonstrations of "special" mineral properties (fluorescence, magnetism, smell, etc.)
Finished CH 4 Notes Homework:4.1 Study Guide due tomorrow Mineral Test and Lab Practical Friday 3/9
Dissecting microscopes are available
Students completed Part 3 of the Mineral I.D. Lab (samples 14-22 MINUS 19). See directions below. Note: something that had metallic luster may appear as rusty. (You should really take a look at the mini luster, cleavage, and fracture kits today). Make sure your samples are in the correct spot in the kit and that you're checking my kits when you have questions about ANY properties.It would also be a good idea to compare your samples to those of a neighboring group. Note: This lab will be graded on completeness and correctness. S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
March 2, Friday
Dissecting microscopes are available
How to I.D. mineral cleavage (tendency of minerals to break along planes of weakness). wikipediapicsvs. fracture
Students completed Part 2 of the Mineral I.D. Lab (samples 6-13). See directions below. Make sure your samples are in the correct spot in the kit and that you're checking my kits when you have questions about ANY properties. It would also be a good idea to compare your samples to those of a neighboring group. Note: This lab will be graded on completeness and correctness. S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
February 28, Tuesday thru March 1, Thursday
Continued CH 4 Notes (slide 29 thru 44 before Mineral I.D. Lab)
Viewed Brain Pop cartoon "Mineral ID" (2:00)
Examine / Review Mineral Properties Kits
I will lead lab groups through checking your kits and I.D.ing sample #2. Students completed Part 1 of the Mineral I.D. Lab (samples 1-5). Directions on the handout lead you to collect data on all samples before attempting to I.D. Some people prefer to use flowcharts to I.D. samples one at a time. I have HCl up front if you think you need it to positively I.D. a sample. (NOTE: It is dangerous to eyes and skin! If you mess around with it, you will receive disciplinary action). The only other safety concern is sharp edges (BE AWARE: Glass can cut you! DO NOT handle broken glass) Also, you need to make sure you are working with the correct sample each time. If your sample has no number on it, check other kits around you or my master kit up front. The same goes for the Moh's hardness kit you are using.
Mineral Sample #
Clues and Hints
1
Non-metallic Dark colored
2
Rhombohedral?
3
Pretty easy
4
Non-metallic Light colored
5
6
Non-metallic Light colored
7
VERY Similar to #8
8
Vitreous = "glassy"
9
Non-metallic Light Colored. Texture / Feel
10
"Striations!?" Only appears on Table. NOT ON FLOWCHART
11
Often confused with #13
12
Pretty Easy
13
Often confused with #11
14
Sometimes confused with #9 (Look at ALL details)
15
Pretty easy
16
Pretty easy
17
Look at various samples with a magnifying glass or dissecting scope. (See any surface patterns?)
18
ONLY FOUND ON TABLE
20
Often confused with 27, but shouldn't be
21
Pretty easy
22
Metallic luster
23
Often mis- I.D.'d as #2, but shouldn't be
24
Metallic luster, even if sample doesn't appear so
25
Metallic luster, even if sample doesn't appear so
26
Metallic luster, even if sample doesn't appear so
27
Often confused with 20, but shouldn't be
28
29
NOT ON FLOWCHART
S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
February 27, Monday
Continue Crystal Garden lab:
Review lab sheet together
Create crystal mixture (as a class)
Add 100 mL of crystal mixture to your base
Returned and covered Unit 1 Test
Continued CH 4 Notes (thru slide 44 before Mineral I.D. Lab) (Try "Which Minerals will Fizz" Earth Sci Demo: Use vinegar as your acid) S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
February 24, Friday Continue the Activity: Earth Systems Interactions (see directions below from January 26th) Homework: Read and prepare to discuss National Geographic Article "Human Impact" (March 2011)
February 23, Thursday
Continue Crystal Garden lab:
Finish cutting your crystal base (we'll add the mixture Monday so we can observe all week)
Continue the Activity: Earth Systems Interactions (see directions below from January 26th) Homework: Read and prepare to discuss National Geographic Article "Human Impact" (March 2011)
SAFETY: This lab involves the use of ammonia and other toxic substances. Goggles and gloves will be worn at all times when working with these substances. Deliberate safety violations, horseplay, etc. will be met with serious disciplinary action.
Part 1 of lab today: Designing your crystal garden base (I would recommend some kind of branching shape.) Also consider how the base will be attached. DO NOT make it too tall. (this will limit the capillary action and you won't get crystals all the way up the base)
February 21, Tuesday Announcement: Please turn in any "i" work by tomorrow. I'll be issuing progress reports soon. Finished Earth Bio Ice DVD (10 min.)
Viewed streaming vid. Rocks and Minerals (3:00)
Covered CH 4 Notes thru slide 13 (Minerals from solution) S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
February 16, Thursday
Scheduled test make ups. Earth Bio Ice DVD; collect / discuss.
February 15, Wednesday Unit 1 Test Today
Done early? Please work quietly on classwork, contour maps, read, etc.
February 14, Tuesday Collected Topo Maps and covered homework
Unit 1 test review puzzle extra credit offered (due Tomorrow)
Discussed content and format for test Tomorrow
CPS clicker review of unit 1. Unit 1 TestTomorrow
February 13, Monday Unit 1 TestWednesday 2/15
Completed work on topo mapping activity Homework:Completed maps due Tomorrow andStudy Guide 2.2 S11.A.3.2.3 Describe how relationships represented in models are used to explain scientific or technological concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles, topographic maps).
February 10, Friday
Checked and covered the homework
Continued work on the topographic map activity.
Click here and scroll down to see how a topo map will be generated from data collected
Use a PENCIL to develop contour lines at each 5 unit interval (i.e. a contour line connecting all points of 15 units, 20 units, 25 units, etc.)
Once you're confident of your contour lines, DARKEN & LABEL them on your paper.
Label the contour lines and turn in your work!
If you're done early, log onto explorelearning.com and run the "Building Topo Maps" gizmo
Completed maps due Monday Unit 1 TestWednesday 2/15 S11.A.3.2.3 Describe how relationships represented in models are used to explain scientific or technological concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles, topographic maps).
Mapping; Perform Geocache activity here?
February 9, Thursday
Finish section notes. Map projections (demo)
I introduced and students began work on the topographic map activity. (3 large groups) Homework:Study Guide 2.1 S11.A.3.2.3 Describe how relationships represented in models are used to explain scientific or technological concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles, topographic maps).
February 8, Wednesday Continue the Activity: Earth Systems Interactions (see directions below from January 26th) S11.A.3.2.3 Describe how relationships represented in models are used to explain scientific or technological concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles, topographic maps).
February 7, Tuesday
Collect Google Earth activity sheets
Finish Earth Biography: Rare Earth Continue the Activity: Earth Systems Interactions (see directions below from January 26th) S11.A.3.2.3 Describe how relationships represented in models are used to explain scientific or technological concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles, topographic maps).
February 6, Monday
Demonstrated how to Determine Distances on Google Earth.
Finish and submit Google Earth activity as a group. (due Tomorrow if not done in class)
Begin Earth Biography: Rare Earth (0-26:00)
February 3, Friday
Finish and submit Google Earth activity from yesterday Continue the Activity: Earth Systems Interactions (see directions below January 26th) *Final Due Date for this will be announced on Monday
February 2, Thursday
Finish notes through latitude and longitude
Who can provide the most accurate latitude and longitude coordinates:
For Pennsylvania?
For the town of Northampton?
For the NAHS cafeteria?
I introduced and students began: Google Earth Science Places of Interest.
Degree of detail of your answer depends on how large the object is. (i.e. coordinates for an ocean may be given in degrees alone)
For the Chicxulub crater; determine how it was formed and what was the result to life on earth.
For #12, use Jacobsburg State Park as the closest
S11.A.2.2.2 Explain how technology (e.g., GPS, spectroscope, scanning electron microscope, pH meter, probe, interface, imaging technology, telescope) is used to extend human abilities and precision.
February 1, Wednesday
Checked and covered homework
Covered Unit 1 Notes slides 37 to 47.
I introduced and assisted students to begin: Google Earth Science Places of Interest. (Finish tomorrow on your own)
January 31, Tuesday
Covered Unit 1 Notes through scientific method (22-36). "The Scientific Method Made Easy" (10:00) Finish and turn in "Intro to Data Collection" Lab (I have equipment up front) Homework:1.1 Study Guide and 1.2 Study Guide
SciMethodWordle.png
January 30, Monday (Get Ice)
Check and display homework key
Introduction to Logger Pro software and digital temperature probe (Make sure to open the necessary file)
Students performed the "Intro to Data Collection" Lab Safety for this lab:
Keep computer far from beakers of hot and cold water
Follow lab and teacher instructions carefully
Collected Intro to Data Collection Lab (Finish for tomorrow if not done in class) S11.A.2.1.3 Use data to make inferences and predictions, or to draw conclusions, demonstrating understanding of experimental limits. S11.A.2.1.4 Critique the results and conclusions of scientific inquiry for consistency and logic. S11.A.2.1.5 Communicate results of investigations using multiple representations.
Throughout your text and on the Internet there are MANY examples of interactions between earth systems: Lithosphere, Hydrosphere, Atmosphere, and Biosphere. It's what earth science is all about. Examples of such interactions include: weathering of rocks, respiration, and the water cycle itself
Your Job: Work with a partner using a textbook, Internet, etc.
If you don't yet have one, create an account at the Prezi website. *Make sure to use your school email address and to record your username/password.
Click "Make a Copy" and rename the project to include you and your partner's last name
Click "Share" and "Editing," copy the link and send it to your partner and me via SCHOOL EMAIL:mchughc@nasdschools.org
Choose a significant earth science event and get it approved by your instructor
Complete the project (some class time will be available, but be prepared to spend additional time as needed)
Groups present Prezi to the class (after we've had more time to complete the project)
January 25, Wednesday
Covered Unit 1 Notes to slide 21 "Lithosphere." View: "Earth Systems Science" (6:00)
January 24, Tuesday
Checked signed syllabus Announcement:A textbook may be signed out at any point during this course.
Viewed streaming video "Why Earth Science?" (6:30).
Classroom Community Activity (10 classwork points)
Form 3 large groups around poster paper
2 minute discussion on what ___ should look like in the classroom
Choose the best answer and add it to the poster large and legibly
Everyone autograph the poster before moving on
Switch tables (or posters) and repeat for each poster
Summarize and display posters
January 23, Monday (Poster Paper?) Quote of the Day: "A short saying often contains much wisdom."
Attendance, Welcome, and Fire Exit Procedure
....and so I was thinking of this around the beginning of this school year....and I looked at the figure at least once between then and now....
How much $ do you think NASD spends per student each year? (Lets let new people guess first. Does anyone from fall semester remember?)
Our district website. (Please pay particular attention to the final figure at the bottom)
I'm going to continue to try my best to give you your money's worth!
With that said. Learning is an active process. Why are YOU here? What is something you've learned so far this year that you think is meaningful and that you will remember (from any class)? Why? What is the best way to acquire KNOWLEDGE? Information is everywhere, I'm asking about knowledge (Censor 2nd vid. @ 2:07)
Homework: Get syllabus signed for tomorrow. (10 points)
Interview and introduce a neighbor (someone you don't know yet) / Cover course syllabus and expectations:
Meet & Greet activity (10 classwork points)
Find out & record on 1/2 sheet of paper:
His or her name (I've heard it said, "The most important thing you can remember about a person is their name.")
His or her interests, future plans, expectations for this course, etc.
One of my favorite hobbies is identifying and collecting wild edible foods. There aren't many out there right now, but I can teach you more about this in the spring. (Bring in specimens or we can go outside, etc.)
Introduce him or her briefly and effectively (30-60 sec.), tell us what you learned, and give us one piece of info from the syllabus or one class rule
Big Bang Macroevolution Video (10:00)
May 29, Tuesday
The Period 9 Final Exam will be given today
May 24, Thursday (No Period 9 Today)
The Period 9 Final Exam will be given Tuesday May 29th and is worth 20% of your overall course grade.
May 23, Wednesday
Return all student tests. STUDY THESE FOR FINAL EXAM!
Returned all course tests and covered Astron test
Completed Final Exam CPS review as a class
The Period 9 Final Exam will be given Tuesday May 29th and is worth 20% of your overall course grade.
May 22, Tuesday
Astronomy Unit Test Today!
Wrap up outside Solar System activity afterward or Sagan on 4th Dimension (2 parts)
The Period 9 Final Exam will be given Tuesday May 29th and is worth 20% of your overall course grade.
S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 21, Monday
Astronomy Unit Test Tomorrow
Checked and covered Astronomy Unit Study Guide
CPS Review of Astronomy Unit
The Period 9 Final Exam will be given Tuesday May 29th and is worth 20% of your overall course grade.
S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 18, Friday
Solar System Scale Activity Outside. (weather permitting)
Homework: Don't forget about the Astronomy Unit Study Guide (due Monday) and Extra Credit Crossword Review Puzzle (due Tuesday)
Astronomy Unit Test Tuesday may 22nd
S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 17, Thursday
Viewed: Planets and Stars to Scale and the observable universe.
Solar System Scale Model Part 1
- Consider the boundaries you are working within (Google Earth image of NAHS campus)
- Choose a scale based on your boundaries: "Build a Solar System Calculator" This is great, because you type in one measurement (for example, the diameter you want your model Sun to be) and the calculator does the rest for you.
- Create model Sun Planets: Label Popsicle sticks and create a Sun (Plah Doh) for solar system scale activity tomorrow (outside weather permitting).
Students began Astronomy Unit Study Guide (due Monday) and Extra Credit Crossword Review Puzzle (due Tuesday)Astronomy Unit Test Tuesday May 22nd
S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 16, Wednesday (Next time include something with the banner: "Solar System to Scale")
Collected remaining gizmo sheets
Finished viewing Universe: Milky Way (2nd half)
Students began Astronomy Unit Study Guide (due Monday)
Astronomy Unit Test Tuesday May 22nd
S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 15, Tuesday
Viewed Universe: Milky Way + question sheet (first 20 min.)
Students finished work on the H-R Diagram Gizmo
Homework: Finish the gizmo if not done in class
Astronomy Unit Test Tuesday May 22nd
S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 14, Monday
Began work on the H-R Diagram Gizmo (as a class)
Astronomy Unit Test Tuesday May 22nd
S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 11, Friday (Next time include something with the poster: "H-R Diagram")
Check and cover homework
Doppler Effect Vid. Clip (2:00) and Frisbee demo
Covered CH 30 Notes 61 - end
Viewed accompanying video clip: Death of a Star
S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 10, Thursday
Covered CH 30 Notes 33 - 56 w/ Doppler Effect Vid. Clip (2:00) and Frisbee demo
Homework: 29.4 Study Guide
S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 9, Wednesday
Finish Viewing Life and Death of Stars
Open Scale of the Universe animation and review quiz results of the class
Viewed Prezi on "Solar System Scale Model" by McHugh
Viewed: Planets and Stars to Scale (1 & 2)
S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 8, Tuesday (SWPBS Meeting)
Viewed Universe: Life and Death of a Star & question sheet
S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 7, Monday
Please grab a laptop and get started right away
Students completed work on Scale of the Universe Quiz
Open Scale of the Universe animation and review quiz results of the class (or continue next time)
Homework: 29.4 Study Guide
S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 5, Friday
Meteor shower May 5th and 6th. Thanks for the heads up Kelsey! The Eta Aquarids are a light shower, usually producing about 10 meteors per hour at their peak. The shower's peak usually occurs on May 5 & 6, however viewing should be good on any morning from May 4 - 7. The full moon will probably ruin the show this year, washing out all but the brightest meteors with its glare. The radiant point for this shower will be in the constellation Aquarius. Best viewing is usually to the east after midnight, far from city lights.
Viewed Cosmic Voyage DVD (Question Sheets Collected for Credit)
S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 3, Thursday (technical difficulty; next time make sure questions are not "required questions" and this activity pretty much requires an entire period!)
Meteor shower May 5th and 6th. Thanks for the heads up Kelsey! The Eta Aquarids are a light shower, usually producing about 10 meteors per hour at their peak. The shower's peak usually occurs on May 5 & 6, however viewing should be good on any morning from May 4 - 7. The full moon will probably ruin the show this year, washing out all but the brightest meteors with its glare. The radiant point for this shower will be in the constellation Aquarius. Best viewing is usually to the east after midnight, far from city lights.
Checked and covered the homework
Students began work on Scale of the Universe Quiz
Open Scale of the Universe animation and review quiz results of the class (or continue next time)
S11.D.3.1 Explain the composition, structure, and origin of the universe.
May 2, Wednesday
Meteor shower May 5th and 6th. Thanks for the heads up Kelsey! The Eta Aquarids are a light shower, usually producing about 10 meteors per hour at their peak. The shower's peak usually occurs on May 5 & 6, however viewing should be good on any morning from May 4 - 7. The full moon will probably ruin the show this year, washing out all but the brightest meteors with its glare. The radiant point for this shower will be in the constellation Aquarius. Best viewing is usually to the east after midnight, far from city lights.
Finished CH 29 Notes slides 42-50
Began viewing The Universe: "End of the Earth" (1st 20:00 is best)
Homework: 29.1 Study Guide
S11.A.3.3 Compare and analyze repeated processes or recurring elements in patterns.
May 1, Tuesday
Students finished work on the Celestia part 1 activity. *Please note: this is the only remaining class time reserved for this activity. (here is the answer sheet to use).
Make sure to follow the guide sheets, answer all questions, and get teacher initials when instructed on guide sheets.
Celestia Part 1 due Friday
S11.D.3.1 Explain the composition, structure, and origin of the universe.
April 30, Monday (Next Time: Review Astronomy Unit overall & consider which activities and in which order for improved efficiency & effectiveness)
Viewed vid. on Eagle Nebula (2:00)
Short vid. on Nebulae
Introduced and began work on Scale of the Universe: Celestia part 1 (here is the answer sheet to use).
- How to open Celestia
- Follow the printed guide and answer questions on answer sheet
- Purpose: To teach the scale (sizes and distances) of our solar system, galaxy and the known universe
- Controls: Much like a flight simulator. Accelerate(A), Stop(S), Center(C), Arrows control direction of flight. You will quickly learn that it can be difficult to steer your ship to a target. This is why Center(C) is a huge help once you've clicked "Location, and Selected" a target. Center(C) even helps if you've zoomed past a target. Don't neglect the mouse clicker (it is great for things you can actually see on your screen). Finally, the "Location" options can mess things up a bit; you should generally stick to "Follow" whatever your target is.
- Use Internet to learn about things you encounter or to answer additional questions you have
S11.D.3.1 Explain the composition, structure, and origin of the universe.April 27, Friday
Viewed streaming vid. on Kepler's laws (3:30)
Covered CH 29 Notes 13-28 w/ Demo: "Orbiting the center of mass"
Correcting any misconceptions: What is the direct cause of our changing seasons? (Globe and light demo) (Gizmo demo: Seasons?)
Homework: 29.1 Study Guide
S11.A.3.3 Compare and analyze repeated processes or recurring elements in patterns.
S11.D.3.1 Explain the composition, structure, and origin of the universe.
April 26, Thursday
Finished viewing The Universe: Alien Planets (10:00)
Review group presentation on "The Search for Extrasolar Planets"
About Voyager 1 & 2 (4:30)
Returned and covered Rock Unit Test (time permitting)
April 25, Wednesday
Viewed The Universe: Alien Planets with video question sheet
April 24, Tuesday
Earth-like planet found!? (September 2010)
Video (Michio Kaku) (3:00)
Video (3:30)
"The number of systems (solar) with potentially habitable planets is probably on the order of 10 or 20 percent, and when you multiply that by the hundreds of billions of stars in the Milky Way, that's a large number. There could be tens of billions of these systems in our (Milky Way) galaxy," said Vogt.
Continue "The Search for Extrasolar Planets" Google Docs activity (Be ready to present your group slides Thursday)
April 23, Monday
Introduce "The Search for Extrasolar Planets" Google Docs activity
Drake equation for the potential of intelligent life in the galaxy Sagan (8:30)
S11.A.3.3 Compare and analyze repeated processes or recurring elements in patterns.
S11.D.3.1 Explain the composition, structure, and origin of the universe.
April 20, Friday
Meteor Showers 4/21 & 4/22
42nd annual Earth day Sunday! Extra credit: Bring in a pic of you participating in some type of Earth Day event or observing the meteor shower this weekend!
Finished Beyond the Big Bang: 19:00-39:00, 51:00-55:00, and 1:17:00-1:30:00
S11.A.3.3 Compare and analyze repeated processes or recurring elements in patterns.
S11.D.3.1 Explain the composition, structure, and origin of the universe.
April 19, Thursday
Collected remaining Gizmos
Viewed The Universe: Alien Planets with video question sheet (Switch with Beyond Big Bang to facilitate next Wed)
April 18, Wednesday
Students finished work on the Solar System Explorer Gizmo. Returned student work.
Homework: Finish the Gizmo if not done in class. (No more class time is scheduled for this.)
S11.A.3.3 Compare and analyze repeated processes or recurring elements in patterns.
S11.D.3.1 Explain the composition, structure, and origin of the universe.
April 17, Tuesday (SWPBS all-day / Faculty Meeting)
Students finished work on the Solar System Explorer Gizmo. Returned student work.
Homework: Finish the Gizmo if not done in class
S11.A.3.3 Compare and analyze repeated processes or recurring elements in patterns.
S11.D.3.1 Explain the composition, structure, and origin of the universe.
April 16, Monday
Covered CH 29 Notes 1-12. Viewed clip on Mars Orbit: "Retrograde Motion"
Began work on the Solar System Explorer Gizmo (as a class).
S11.A.3.3 Compare and analyze repeated processes or recurring elements in patterns.
S11.D.3.1 Explain the composition, structure, and origin of the universe.
April 13, Friday
Rock Unit Test Today!
Began Greatest Evolution Discoveries (Bill Nye) Example of the History of Life on Earth Preserved in Rock Layers
April 12, Thursday
Rock Unit Test Tomorrow. Offered Rock Unit Test extra credit review puzzle. (due tomorrow)
Checked and covered homework
CPS review of rock unit.
S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
April 11, Wednesday
Rock Unit Test Friday 4/13
Checked and covered the homework
Began work on Rock Unit Study Guide
Offered Rock Unit Test extra credit review puzzle. (due Friday)
(Time Permitting) Begin Greatest Evolution Discoveries (Bill Nye) Example of the History of Life on Earth Preserved in Rock Layers
S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
S11.D.1.1.3 Analyze features caused by the interaction of processes that change Earth’s surface
April 10, Tuesday
Use class time to begin work on Rock Cycle Concept Map Activity. (Make sure to completely write the info in each space) *This will be a useful study tool
- Check and cover
Begin work on:- 6.3 study guide
Homework: 6.3 Study GuideRock Unit Test Friday 4/13
S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
April 3, Tuesday
Checked and covered the sheets from yesterday
Students completed the Metamorphic Rock Lab Activity:
April 2, Monday
Rock Forming Minerals Quiz Today (Done early? Work on bonus puzzles and/or study guide sheets)
Homework: Types of Sedimentary Rocks and CH 6.1a Study Guide (due tomorrow)
S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
S11.D.1.1.3 Analyze features caused by the interaction of processes that change Earth’s surface
March 30, Friday
Brain Pop Cartoon "Weathering" (1:50) Brain Pop Cartoon "Erosion" (1:57)
Quiz Monday on "Rock Forming Minerals." (Prepare by studying the group power point we created. If certain info is missing, it will still be included on the quiz).
Completed the remaining CH 6 Notes
Viewed short clip on "How Metamorphic Rocks are Formed."
Homework: Types of Sedimentary Rocks and CH 6.1a Study Guide (due next time we meet)
S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
S11.D.1.1.3 Analyze features caused by the interaction of processes that change Earth’s surface
March 29, Thursday
Finish Earth Bio: Oceans
Short Streaming Vids: Sed. Rocks, Chemical Weathering and Erosion
Covered CH 6 Notes through slide
Smithsonian Virtual Field Trip Panoramas (and mineral, rock, gem images time permitting)
Homework: Make sure you finish adding your slides to the "Rock Forming Minerals" presentation by tomorrow
S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
S11.D.1.1.3 Analyze features caused by the interaction of processes that change Earth’s surface
March 28, Wednesday
Meeting at admin. (all day) Students viewed Earth Biography "Ocean" Worksheets collected
March 27, Tuesday
The end of the 3rd marking period is Tomorrow. Submit incomplete "i" work NOW and STAY CAUGHT UP!
Brain Pop Cartoon "Geologic Time" (3:19)
Finish rock model lab activity from last week:
- Peel paper cups away from rock models
- Answer remaining worksheet questions (Original rock samples #1, 2, & 3 are on hand)
- Turn in worksheet.
Get on a laptop and finish "Rock Forming Minerals" activity (See the blog entry from yesterday below):March 26, Monday
The end of the 3rd marking period is March 28th. Submit incomplete "i" work NOW and STAY CAUGHT UP!
Begin "Rock Forming Minerals" activity:
"Rock Forming Minerals")
March 22, Thursday
Geocache Day 2
Safety: Do not leave school property, cross any major roads, or do anything else that could result in personal injury. Also, please use common sense and obey all school rules during this activity. I will be moving around between groups, but will always be somewhere near the field house / main entrance to the middle school. Please remain within my sight at all times
March 21, Wednesday
Geocache Day 1
Safety: Do not leave school property, cross any major roads, or do anything else that could result in personal injury. Also, please use common sense and obey all school rules during this activity. I will be moving around between groups, but I will always be somewhere near the field house / main entrance to the middle school. Please remain within my sight at all times
March 20, Tuesday
(Next Time Try "You Crack Me Up!" Earth Sci Demo?)
Bring your hoodie, jacket, etc. to class 9th period tomorrow and Thursday
The end of the 3rd marking period is March 28th. Submit incomplete "i" work NOW and STAY CAUGHT UP!
Collect remaining Rock Cycle Gizmos
Check and cover homework
Rock Cycle Lab: Creating models of a sedimentary rock.
Please help clean up lab areas by returning materials to designated table in the back. Thanks!
P.S. Don't forget about Rock Cycle Gizmo (if you haven't finished yet)
S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
S11.D.1.1.3 Analyze features caused by the interaction of processes that change Earth’s surface
March 19, Monday
Bring your hoodie, jacket, etc. to class 9th period on Wednesday and Thursday
The end of the 3rd marking period is March 28th. Submit incomplete "i" work NOW and STAY CAUGHT UP!
Brain Pop Cartoon "Rock Cycle" (2:00)
Returned and covered Mineral Test
Finished work on the Rock Cycle Gizmo and Igneous Rock lab if necessary. (Gizmo due Tomorrow)
Homework: 5.1 Study Guide and finish Rock Cycle Gizmo
S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
M11.C.3.1.2 Relate slope to perpendicularity and/or parallelism.
March 16, Friday
The end of the 3rd marking period is March 28th. Submit incomplete "i" work NOW and STAY CAUGHT UP!
Finished remaining igneous rock labs from yesterday.
Introduced and began the Rock Cycle Gizmo. Make sure to read and follow directions carefully; I'm looking for correct answers to the questions as well as a diagram that will be sketched as you complete the directions.
S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
March 15, Thursday
March 14, Wednesday
The end of the 3rd marking period is March 28th. Submit incomplete "i" work NOW and STAY CAUGHT UP!
Use Internet info, tables, images, etc. to aid in identification (not required)
Students completed the Igneous Rock Lab. Igneous rock textures: Phaneritic, Aphanitic, Porphyritic, Vesicular, Glassy.
Samples for today's lab include #3 & 4 (found in ziplock bags), and #30, 32, 33, 34, 35, 36 from the mineral/rock kit; make sure you number these in order on lab sheet and that your samples match my master kit.
Note: If you were absent for this activity, write a 2 paragraph summary explaining the properties used to identify igneous rock samples. Include a description of how each of the following would be classified and explain why: Pumice, Granite, Basalt, and Obsidian.
S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
March 13, Tuesday
Finished Earth Bio DVD: Volcanoes
Covered CH 5 Notes and viewed igneous rock samples and streaming video clips: "Magma Inside Earth" (1st 3 minutes) and "How Igneous Rocks are Formed" (2:00)
Brain Pop Cartoon "Major Rock Types" (2:00)
Show Iceland pics from 2010 trip
S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
March 12, Monday
Test Make Ups, etc.
Earth Bio DVD: Volcanoes
March 9, Friday
Collected Extra Credit Review
Mineral Test and Lab Practical Today! Done early?: Mineral Hidden Message Bonus Puzzle, or finish lab work, etc.
S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
S11.D.1.2.1 Evaluate factors affecting availability, location, extraction, and use of natural resources.
March 8, Thursday
CPS review for mineral test
Finish Mineral Lab and/or Extra Credit Crossword Puzzle.
Mineral lab due tomorrow. Mineral Test and Lab Practical Tomorrow
This lab is due Tomorrow (People who need to get caught up should see me for a pass tomorrow). Make sure your samples are in the correct spot in the kit and that you're checking my kits when you have questions about ANY properties. Note: This lab will be graded on completeness and correctness.
Mineral Test and Lab Practical Tomorrow
March 7, Wednesday
Checked and displayed homework key
Offered extra credit review puzzle (due Friday). Mineral Test and Lab Practical Friday 3/9
Students used this period to ask final questions, finish up the lab, etc. Class time today to finish this lab. This lab is due Friday 3/9 (People who need to get caught up should see me for a pass tomorrow). Make sure your samples are in the correct spot in the kit and that you're checking my kits when you have questions about ANY properties. Note: This lab will be graded on completeness and correctness.
S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
March 6, Tuesday
Checked and displayed homework key
Homework: 4.2a Study Guide (due Tomorrow)
Mineral Test and Lab Practical Friday 3/9
Students continued the Mineral I.D. Lab. Please take a chance to look at the samples in Moh's hardness kit. (The box top is labeled and 7 or 8 of the samples ARE AMONG THE UNKNOWNS YOU ARE TRYING TO I.D.!
Make sure your samples are in the correct spot in the kit and that you're checking my kits when you have questions about ANY properties. Note: This lab will be graded on completeness and correctness. If you are on track, today you should be looking at (samples 14-22 MINUS 19). There will be some more time tomorrow and/or Thursday to finish this lab. We will test on this chapter next week.
S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
March 5, Monday
Demonstrations of "special" mineral properties (fluorescence, magnetism, smell, etc.)
Finished CH 4 Notes
Homework: 4.1 Study Guide due tomorrow
Mineral Test and Lab Practical Friday 3/9
Dissecting microscopes are available
Students completed Part 3 of the Mineral I.D. Lab (samples 14-22 MINUS 19). See directions below. Note: something that had metallic luster may appear as rusty. (You should really take a look at the mini luster, cleavage, and fracture kits today). Make sure your samples are in the correct spot in the kit and that you're checking my kits when you have questions about ANY properties. It would also be a good idea to compare your samples to those of a neighboring group.
Note: This lab will be graded on completeness and correctness.
S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
March 2, Friday
Dissecting microscopes are available
How to I.D. mineral cleavage (tendency of minerals to break along planes of weakness). wikipedia pics vs. fracture
Students completed Part 2 of the Mineral I.D. Lab (samples 6-13). See directions below. Make sure your samples are in the correct spot in the kit and that you're checking my kits when you have questions about ANY properties. It would also be a good idea to compare your samples to those of a neighboring group.
Note: This lab will be graded on completeness and correctness.
S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
February 28, Tuesday thru March 1, Thursday
Continued CH 4 Notes (slide 29 thru 44 before Mineral I.D. Lab)
Viewed Brain Pop cartoon "Mineral ID" (2:00)
Examine / Review Mineral Properties Kits
I will lead lab groups through checking your kits and I.D.ing sample #2. Students completed Part 1 of the Mineral I.D. Lab (samples 1-5). Directions on the handout lead you to collect data on all samples before attempting to I.D. Some people prefer to use flowcharts to I.D. samples one at a time. I have HCl up front if you think you need it to positively I.D. a sample. (NOTE: It is dangerous to eyes and skin! If you mess around with it, you will receive disciplinary action). The only other safety concern is sharp edges (BE AWARE: Glass can cut you! DO NOT handle broken glass)
Also, you need to make sure you are working with the correct sample each time. If your sample has no number on it, check other kits around you or my master kit up front. The same goes for the Moh's hardness kit you are using.
February 27, Monday
Continue Crystal Garden lab:
- Review lab sheet together
- Create crystal mixture (as a class)
- Add 100 mL of crystal mixture to your base
Returned and covered Unit 1 TestContinued CH 4 Notes (thru slide 44 before Mineral I.D. Lab)
(Try "Which Minerals will Fizz" Earth Sci Demo: Use vinegar as your acid)
S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
February 24, Friday
Continue the Activity: Earth Systems Interactions (see directions below from January 26th)
Homework: Read and prepare to discuss National Geographic Article "Human Impact" (March 2011)
February 23, Thursday
Continue Crystal Garden lab:
- Finish cutting your crystal base (we'll add the mixture Monday so we can observe all week)
Continue the Activity: Earth Systems Interactions (see directions below from January 26th)Homework: Read and prepare to discuss National Geographic Article "Human Impact" (March 2011)
February 22, Wednesday
New Lab: Growing Crystals
February 21, Tuesday
Announcement: Please turn in any "i" work by tomorrow. I'll be issuing progress reports soon.
Finished Earth Bio Ice DVD (10 min.)
Viewed streaming vid. Rocks and Minerals (3:00)
Covered CH 4 Notes thru slide 13 (Minerals from solution)
S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
February 16, Thursday
Scheduled test make ups.
Earth Bio Ice DVD; collect / discuss.
February 15, Wednesday
Unit 1 Test Today
Done early? Please work quietly on classwork, contour maps, read, etc.
February 14, Tuesday
Collected Topo Maps and covered homework
Unit 1 test review puzzle extra credit offered (due Tomorrow)
Discussed content and format for test Tomorrow
CPS clicker review of unit 1.
Unit 1 Test Tomorrow
February 13, Monday
Unit 1 Test Wednesday 2/15
Completed work on topo mapping activity
Homework: Completed maps due Tomorrow and Study Guide 2.2
S11.A.3.2.3 Describe how relationships represented in models are used to explain scientific or technological concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles, topographic maps).
February 10, Friday
Checked and covered the homework
Continued work on the topographic map activity.
Click here and scroll down to see how a topo map will be generated from data collected
- Use a PENCIL to develop contour lines at each 5 unit interval (i.e. a contour line connecting all points of 15 units, 20 units, 25 units, etc.)
- Once you're confident of your contour lines, DARKEN & LABEL them on your paper.
- Label the contour lines and turn in your work!
- If you're done early, log onto explorelearning.com and run the "Building Topo Maps" gizmo
Completed maps due MondayUnit 1 Test Wednesday 2/15
S11.A.3.2.3 Describe how relationships represented in models are used to explain scientific or technological concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles, topographic maps).
Mapping; Perform Geocache activity here?
February 9, Thursday
Finish section notes. Map projections (demo)
I introduced and students began work on the topographic map activity. (3 large groups)
Homework: Study Guide 2.1
S11.A.3.2.3 Describe how relationships represented in models are used to explain scientific or technological concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles, topographic maps).
February 8, Wednesday
Continue the Activity: Earth Systems Interactions (see directions below from January 26th)
S11.A.3.2.3 Describe how relationships represented in models are used to explain scientific or technological concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles, topographic maps).
February 7, Tuesday
Collect Google Earth activity sheets
Finish Earth Biography: Rare Earth
Continue the Activity: Earth Systems Interactions (see directions below from January 26th)
S11.A.3.2.3 Describe how relationships represented in models are used to explain scientific or technological concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles, topographic maps).
February 6, Monday
Demonstrated how to Determine Distances on Google Earth.
Finish and submit Google Earth activity as a group. (due Tomorrow if not done in class)
Begin Earth Biography: Rare Earth (0-26:00)
February 3, Friday
Finish and submit Google Earth activity from yesterday
Continue the Activity: Earth Systems Interactions (see directions below January 26th) *Final Due Date for this will be announced on Monday
February 2, Thursday
Finish notes through latitude and longitude
Who can provide the most accurate latitude and longitude coordinates:
- For Pennsylvania?
- For the town of Northampton?
- For the NAHS cafeteria?
I introduced and students began: Google Earth Science Places of Interest.- Degree of detail of your answer depends on how large the object is. (i.e. coordinates for an ocean may be given in degrees alone)
- For the Chicxulub crater; determine how it was formed and what was the result to life on earth.
- For #12, use Jacobsburg State Park as the closest
S11.A.2.2.2 Explain how technology (e.g., GPS, spectroscope, scanning electron microscope, pH meter, probe, interface, imaging technology, telescope) is used to extend human abilities and precision.February 1, Wednesday
Checked and covered homework
Covered Unit 1 Notes slides 37 to 47.
I introduced and assisted students to begin: Google Earth Science Places of Interest. (Finish tomorrow on your own)
January 31, Tuesday
Covered Unit 1 Notes through scientific method (22-36).
"The Scientific Method Made Easy" (10:00)
Finish and turn in "Intro to Data Collection" Lab (I have equipment up front)
Homework: 1.1 Study Guide and 1.2 Study Guide
January 30, Monday (Get Ice)
Check and display homework key
Introduction to Logger Pro software and digital temperature probe (Make sure to open the necessary file)
Students performed the "Intro to Data Collection" Lab
Safety for this lab:
- Keep computer far from beakers of hot and cold water
- Follow lab and teacher instructions carefully
Collected Intro to Data Collection Lab (Finish for tomorrow if not done in class)S11.A.2.1.3 Use data to make inferences and predictions, or to draw conclusions, demonstrating understanding of experimental limits.
S11.A.2.1.4 Critique the results and conclusions of scientific inquiry for consistency and logic.
S11.A.2.1.5 Communicate results of investigations using multiple representations.
January 27, Friday
Continue the Activity: Earth Systems Interactions (see directions below)
Homework:
January 26, Thursday
Introduce & Begin Activity: Earth Systems Interactions
January 25, Wednesday
Covered Unit 1 Notes to slide 21 "Lithosphere." View: "Earth Systems Science" (6:00)
January 24, Tuesday
Checked signed syllabus
Announcement: A textbook may be signed out at any point during this course.
Viewed streaming video "Why Earth Science?" (6:30).
Classroom Community Activity (10 classwork points)
January 23, Monday (Poster Paper?)
Quote of the Day: "A short saying often contains much wisdom."
Attendance, Welcome, and Fire Exit Procedure
....and so I was thinking of this around the beginning of this school year....and I looked at the figure at least once between then and now....
- How much $ do you think NASD spends per student each year? (Lets let new people guess first. Does anyone from fall semester remember?)
- Our district website. (Please pay particular attention to the final figure at the bottom)
- I'm going to continue to try my best to give you your money's worth!
- With that said. Learning is an active process. Why are YOU here? What is something you've learned so far this year that you think is meaningful and that you will remember (from any class)? Why? What is the best way to acquire KNOWLEDGE? Information is everywhere, I'm asking about knowledge (Censor 2nd vid. @ 2:07)
Homework: Get syllabus signed for tomorrow. (10 points)Interview and introduce a neighbor (someone you don't know yet) / Cover course syllabus and expectations: